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Terra Incognito: Infusing Information Literacy into the Disciplines

Terra Incognito: Infusing Information Literacy into the Disciplines. Jim Nichols and Karen Shockey Penfield Library, SUNY Oswego. “A Garbage Can Model of Organizational Choice”. Problems Solutions Participants Choice opportunities. The “Garbage Can” Decision.

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Terra Incognito: Infusing Information Literacy into the Disciplines

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  1. Terra Incognito:Infusing Information Literacy into the Disciplines Jim Nichols and Karen Shockey Penfield Library, SUNY Oswego

  2. “A Garbage Can Model of Organizational Choice” • Problems • Solutions • Participants • Choice opportunities

  3. The “Garbage Can” Decision • Problems, as seen or experienced by . . . • Library faculty • Instructional faculty • Administrators • Students

  4. The “Garbage Can” Decision • Solution: Infusion of information literacy learning throughout the curriculum • Active learning and practice • Elevates the level of learning • Tacit not just explicit knowledge • College-wide participation and contribution

  5. The “Garbage Can” Decision • Cultivation of participants • Proactive responses to immediate needs • Pipe up with anyone, anywhere, anytime

  6. The “Garbage Can” Decision • Waiting for an opportunity for a choice or decision • Program changes • Program reviews • Personnel changes • Strategic planning

  7. Building the Matrix • 3 Directions Model of Information Literacy • Legitimate periperal participation in communities of practice • ACRL Standards • Learning outcomes for basic level tutorial and worksheet • Framework from Philadelphia University • View the matrix

  8. Collaboration with Instructional Faculty • Persuasion as conflict management • Establish mutual respect (listen, really listen) • Identify problems • Create solutions • Library/Instructional faculty roles and responsibilities (Ratteray 2002, Deployment) • Liaison tradition • Campus governance and committees

  9. Assessment of Student Performance • Assess by observing authentic practice • Document the processes and the products of a whole project • Project is relevant to the community of practice and valued by the student

  10. Questions and Comments • How are you putting information literacy into your programs? • What blocks or barriers are you finding? • What are your next steps? • What insights have you gained from this presentation?

  11. Three directions to information literacy Participation Cognition Actions and Products

  12. Rubric for basic level

  13. Deployment for Advanced-Level Information Literacy Learning Library Faculty Classroom Faculty Dept. Chairs Provost Council Produce “Information Literacy Introduction and Guidelines” Disseminate “Information Literacy Introduction and Guidelines” Adapt information literacy learning outcomes to specific programs Improve and/or develop instruction and learning experiences to foster information literacy abilities Grading based in part on information literacy abilities Develop program assessment methodology Conduct program assessments and report to College and SUNY administration, and to Middle States Commission on Higher Education

  14. Legitimate Peripheral Participation in a Community of Scholarly Practice

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